Syllabus - Growth Hacking - Paul Orlando - Fall 2021 - 2021-08-25 PDF

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This is the syllabus of the course called Growth Hacking....

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Growth Hacking: Scaling Startups (Section 14391R) Syllabus: Fall 2021 Times: Tuesdays 2pm – 3:50pm Professor: Paul Orlando Location: Online Office Hours: see class link on Blackboard Email: [email protected]

Introduction and Course Objective Over the last decade, new programming frameworks and off-the-shelf tools have led to dramatic decreases in the cost and time needed to build many new businesses, especially technology businesses. Coupled with advances in the way we test new business concepts, often before we have even built them, we have opportunities to focus more on growing customers, rather than only on building products. This course focuses on a growth and applied analytics set of methods that have come to be called "growth hacking." Students will gain analytical skills that can accelerate a business’ growth opportunities. Critical thinking, creativity, and business assessment skills are required for this data-centric and experiment-focused class.

Learning Objectives Upon completion, students will have familiarity with a related set of tools and frameworks. Students will analyze data where they find relevance and draw insights; understand the economics of customer interactions and may build business tools that automate repetitive tasks in order to gain access to new data. Students will leave with new skills and frameworks they may employ while employed in a growth hacking role or in their own entrepreneurial work. Analytical and Critical Thinking • Augment your own mental frameworks to evaluate opportunities, • Form conclusions and recommendations supported by logic and evidence, • Analyze and critically evaluate alternative courses of action. Execution and Implementation • Understand how to evaluate the current state of a business or product's growth and future opportunities, • Demonstrate ability to apply a selection of data analysis tools, design tools, process automation tools, distribution tools, and financial analysis tools, • Demonstrate primary research skills and ability to manage a client relationship.

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Oral and Written Communication • Write well-structured, clear, and concise reports, • Ask questions and present your viewpoints in class discussions.

Course Communication Course communication will take place through announcements in class, emails, and Blackboard (http://blackboard.usc.edu/). Many of the emails sent by the instructor will go through Blackboard.

Overview of Assignments and Grading Details Class Grading The following point-structure will be used to determine the grade for the course. Final grades will be based upon the total points received, the highest total in the class, and the average of the class. Personal goals summary & survey

100

Weekly team meetings (25 points each)

200

Presentation

100

Growth Project (Part 1)

100

Growth Project (Part 2)

300

Teammate Evaluation 1

50

Teammate Evaluation 2

50

Quizzes (3 total)

300

Class Participation

100

Total Semester

1300

Due dates for assignments and quizzes will always be on Blackboard.

Assignments Readings •

•

Get the book Growth Units, which is available on Amazon in Kindle and print. You can read it on the Kindle app if you don’t have the device. Or if you prefer print, get that version. This book came from collected notes and experiences from class and elsewhere and focuses on the part of growth hacking that remains unchanged regardless of new techniques that arise and old techniques that no longer work. We will also read and discuss a selection of growth hacking related articles. These are listed in the syllabus. Future ones will be posted to Blackboard. Feel free to recommend your own.

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•

Optional book that you may enjoy: Hacking Growth by Sean Ellis and Morgan Brown. Many “growth hacking” focused books are not well written, but highly ranked on Amazon. Why? Because growth hackers wrote them! Choose your content carefully.

Personal goals summary & project survey See information on Blackboard. One of the goals for this class is to help set up students for future career success. Submit information on experience and interests. This will also help me form Growth Project teams.

Share a hack or unit economics (optional) You can help improve your class participation by submitting information about a new growth hack used by a company or about the unit economics of a company. On Blackboard there will be a form to submit to. Do not submit info for companies that everyone knows about. No points for something like Facebook’s launch, etc. Use your judgment rather than ask me if your choice is ok.

Weekly team meetings (submit one per group) Once clients are assigned, groups will meet with their clients weekly for 8 weeks. I suggest scheduling all meetings for the same time each week to keep it simple. The weekly assignment is a form you will fill out with a summary of your activity for that week. Details will be provided in the form. Make sure that you do not miss a week. With multiple students on a team there should be enough overlap to cover for someone if they need to miss a meeting. You must check that your submitted form has been recorded. In case there is an error you can resubmit without losing credit.

Teammate evaluation 1 Everyone will evaluate the contributions of their teammates on the Growth Project. This is to help adequately judge the impact individuals had on the overall project. This first evaluation is due when the teams are one month in to the project.

Teammate evaluation 2 Everyone will evaluate the contributions of their teammates on the Growth Project. This is to help adequately judge the impact individuals had on the overall project. This second evaluation is due when the teams complete their projects.

Growth Hacking Client Project - Parts 1 and 2 (submit one per group) This project represents much of your work this semester. Students will work on these projects in groups with mixed skill sets. You will structure the project goals in a way that you use relevant tools and also where you act as a consulting growth hacker. I want you to stretch yourself using the techniques we will cover in class, be open, creative and work at achieving a level of growth that makes a difference. To keep these papers brief, feel free to use bullet points and diagrams rather than paragraphs of text. We will reserve part of the class meeting times for team meetings. Teams will have independent weekly contact (video or phone) with their startup clients regarding their project for eight weeks.

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Part 1 – Client Assessment Report to the class in a 5-page presentation of your initial findings. In your report, include these sections: Describe the current state or baseline (a specific part of their overall business) on which you will try to improve. Include these sections unless unavailable (if so, talk to me first): • Site audit errors found; current cost of acquiring new customers; life time value of their customers (include LTV and CAC of different segments if possible); cohort analyses; what internal processes are used to gain these new customers; growth opportunities that have already been identified by the client. (50 points) • Next, describe the growth hacks you plan to try. I expect that you will change direction as you learn more but I do want you to describe what you think you should try based on your current understanding. (40 points) • Your expected outcomes from your planned growth hacks. (10 points) Part 2 - Client Outcomes (due at the final exam time for the class) (three pages of text; include charts beyond those three pages as needed): • Describe the growth hacks that you proposed to your client (whether or not you did them) and the growth hacks you actually tried. A bulleted list is fine. (50 points) • As you complete your project, you will be able to measure the impact of some of your work. What were the results? What specifically changed in your areas of focus? Share metrics and tools like CAC, LTV, k, retention, signups, open rates, CTR, NPS, North Star Metric, Skyscraper Technique, etc. Providing data that represents the before and after makes it easier to judge how successful you were. Do not worry if during the semester you are unable to meet all the goals you earlier set. The point is also to learn from things that did not work as well. This may be easier to communicate in a chart with supporting text. (150 points) • What client issues did you encounter that either made it difficult or challenging to complete this project? If you had client difficulties, don’t merely complain about your clients – explain the situation, what you think caused it, and the impact it had. (25 points) • What would you do differently the next time, for example in terms of team cohesiveness, client relationship, tools used and more? (25 points) • Send *a version* of your paper to the client and copy the professor on the email by the due date and time. You may want to have a client version and class version of the paper if your paper is critical of your client. Talk to the professor before sending the paper to the client to check on what you may want to leave out. If you do not copy the professor on your email to your client (forwarding to the professor afterward does not count) then you will receive no credit for this section. (50 points) • I will ask your clients for project and team feedback. • Submit group papers. Put everyone’s name at the top of the paper. One-inch margins all around – 1½ line space. 11 or 12 point font size (sans serif font; Arial preferred).

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Course Deliverables/Weekly Schedule – This Will Change. Due dates for assignments and quizzes will always be on Blackboard. Dates Class 1 Aug 24

Class 2 Aug 31

Lecture / Discussions Why is Growth Important? Unit economics: CAC, LTV. Growth Hacking example. CAC, LTV.

Class 3 Sept 7

Experiment design. Creativity in growth hacking. LinkedIn.

Class 4 Sept 14

Metrics: Models for ECommerce, SaaS, Mobile App, Media Site, User Generated Content, Two-Sided Marketplace. Designing Conversion Funnels. LinkedIn distribution.

Class 5 Sept 21

Class 6 Sept 28

Landing page optimization.

Class 7 Oct 5

Facebook Audience Insights, Ads Social Media Platforms as Distribution Channels Email marketing

Growth Hacking - Syllabus - Paul Orlando

Visitors/Activities •

Homework & Readings • Optional: find a new example of a company growth hack

• Visit from growth hacker Kenneth To • • Data analysis challenge •

• Read PG on Growth • Get the Growth Units book (digital, print or bookstore) • Read about Fermi estimation • Set up or improve your personal LinkedIn profile. Clean up (or make private) other profiles. • Optional: Submit (use this link) an example of a company’s conversion funnel. • Growth hacking tools checkin on BB • Submit your personal goals and top project client picks (link)

• Visit from growth hacker Sean Goldfaden of CoEfficient Labs • How to work with your clients • How to work with your clients • Visit from Grace Park, Nuleep • Your career plans after (and during) school. • Visit from Dawn Verbrigghe (Jottful) on distribution •

• Marketing funnels explainer • Kano model • Client intros will be made.

• Growth Units - read the CAC chapters • Quiz • First of 8 team meetings with client completed • Read about the Skyscraper Technique • Eric Ries' Engines of Growth; Ash Maurya's rework of the AARRR model

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Dates Class 8 Oct 12

Lecture / Discussions Pricing

Visitors/Activities • Visit from pricing expert Ed Lee (HelloAdvsr)

Class 9 Oct 19

Influencer marketing.

Class 10 Oct 26

Facebook, Instagram, Snap, Tiktok, video, etc.

• Visit from Aaron Kozinets (Influence Hunter) • Present project part 1 findings

• Visit from Jason Wong (Wonghaus) Class 11 Nov 2 Class 12 Nov 9 Class 13 Nov 16 Class 14 Nov 23 Class 15 Nov 30

Retention. SEO, SEM optimization. The elusive K factor (virality)

• Visitor TBD

Homework & Readings • Read premature scaling document • Growth Units - read the LTV chapters • Read this from growth hacker Dani Hart • Quiz • Read A16Z on Network Effects • Growth Units - finish the book •

• Review

• Read startup failures list • • Quiz

• Review

• Class presentations

• Final presentations

•

• Visitor TBD

Due dates for assignments and quizzes will always be on Blackboard and may be different (later) than shown on the syllabus. Participation and Class Assignments Class Attendance: The Entrepreneur Program is a real life experience and as such expects real world professionals. The class is treated as a business meeting. The motto is “treat each other as you would a customer.” Therefore, tardiness and absences without notice are not acceptable. If you have a customer meeting, you will be on time. If you cannot be on time then be early. You will make arrangements well in advance if you will be tardy. Your responsibilities for all classes are to: 1. Attend the class promptly 2. Complete all assigned projects 3. Analyze what role you’ve played in the project 4. Participate actively on the team and in classroom discussions Participation is evaluated based on your level of involvement in class discussions and in-class exercises. It is impossible to earn a participation grade if the student does not participate. Students are expected to attend all classes on time and stay until dismissed. In order to effectively participate in class discussions and get the most out of each session, it is very important that you complete all assignments for the class. Effective class participation consists of analyzing, commenting, questioning, discussing, and building on others’

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contributions; it is not repeating facts, or monopolizing class time. The ability to present one’s ideas concisely and persuasively and to respond effectively to the ideas of others is a key business skill. One of the goals of this course is to help you sharpen that ability. Student Responsibilities: Your responsibilities towards this course are very simple: Treat the faculty, staff and guest lecturers like you would your best customer and you will be treated in the same manner. The Entrepreneur Program believes in and follows a customercentered philosophy. Your input and participation are important and appreciated. Class meetings start promptly. Please arrange your schedule to allow you to be on time for every meeting and to stay for the entire meeting. If you are unable to attend or will be late for a class meeting, please send an email in advance of the class. Project Deliverables. All papers, cases will follow the format: • One inch margins all around – 1½ line space • 11 or 12 point font size (sans serif font; Arial preferred) • Your name and page numbers on each page • Proper citations (personal interviews much more valuable than web searches) • Turned in Electronically to Blackboard (Safety Net) If you will be excused from class, please turn your assignment into the office beforehand for a proper time stamp. All PROJECTS and Due Dates are presented in the Class Schedule. Grading Standards: Grade distributions will be consistent and in conformity with recommended MBS grading standards. Evaluation should be measured against an undergraduate population that is limited to students who have taken or are currently enrolled in the course in question, including multiple section courses. In order to avoid substantial disparities across courses, instructors in MSB courses are required to adhere to specific target grade point averages for each course they teach. This policy statement includes the standards, allowable deviations and implementation details of MSB grading standards. Late Policy Assignments will be accepted after the deadline with the following grade penalties. Please do not ask for extensions; the below are extensions. • Submission in the 24 hours after the deadline 25% deduction • Submission between 24 and 48 hours after the deadline 50% deduction • Submission more than 48 hours after the deadline 100% deduction

MARSHALL GUIDELINES Add/Drop Process We can drop you from our class if you don’t attend the first meetings of a class that meets once per week. If you are dropped from the class you risk not being able to add yourself to another section this semester. Please visit www.usc.edu/soc and note the final deadlines to add/drop. Marshall Grading Guidelines Final grades represent how you perform in the class relative to other students. Your grade will not be based on a mandated target, but on your performance. Three items are considered when assigning final grades:

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1. Your average weighted score as a percentage of the available points for all assignments (the points you receive divided by the number of points possible). 2. The overall average percentage score within the class. 3. Your ranking among all students in the class. Technology Policy Laptop and Internet usage is not permitted during academic or professional sessions unless otherwise stated by the respective professor and/or staff. Use of other personal communication devices, such as cell phones, is considered unprofessional and is not permitted during academic or professional sessions. ANY e-devices (cell phones, PDAs, iPhones, other texting devices, laptops) must be turned off during class time. You might also be asked to deposit your devices in a designated area in the classroom. Videotaping faculty lectures is not permitted, due to copyright infringement regulations. Audiotaping may be permitted if approved by the professor. Use of any recorded material is reserved exclusively for USC Marshall students. Academic Conduct Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Section 11, Behavior Violating University Standards https://scampus.usc.edu/1100-behavior-violatinguniversity-standards-and-appropriate-sanctions/. Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct, http://policy.usc.edu/scientific-misconduct/. Discrimination, sexual assault, and harassment are not tolerated by the university. You are encouraged to report any incidents to the Office of Equity and Diversity http://equity.usc.edu/ or to the Department of Public Safety http://capsnet.usc.edu/department/department-public-safety/online-forms/contactus. This is important for the safety of the whole USC community. Another member of the university community – such as a friend, classmate, advisor, or faculty member – can help initiate the report or can initiate the report on behalf of another person. The Center for Women and Men http://www.usc.edu/student-affairs/cwm/ provides 24/7 confidential support, and the sexual assault resource center webpage https://sarc.usc.edu/reporting-options/ describes reporting options and other resources.

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Statement on Academic Cond...